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Our shared values in Y5: To care for myself and others by making sure we are all safe and happy. To be honest in all we do/say. We always work hard and try our best. We listen carefully and thoroughly. We make sure we are always giving our best, so everyone else can be the best that they can be. We look after our property. We like to be 'leaders' and not 'followers' We always choose the 'good' light inside of us. We make the right choices at the right time.Anyone can train hard for a short period. Winners give their best every hour of every day for months on end.

In 5V we like to stop and think - before we do or speak.

'Give children a thought and they’ll learn for a day. Teach them to think and they’ll learn for a lifetime.’David HyerleIf you can imagine it, you can achieve it; if you can dream it, you can become it.- William Arthur Ward You cannot write it, if you cannot say it; you cannot say it, if you haven't heard it. - Pie Corbett

We love to share our way of thinking, it does help us in our learning!

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Note for Parents on the Parents Page

Image:victoriaspast

Read something every day!

Thank you for visiting, we will enjoy a message from you

We do like to learn!

Rivers- Geography Topic The Titanic - 2012 - 100 years!

Be awesome!

We’ve been looking at improving our writing – some also the Alan Peat way!Start with an adjective:Dark clouds drifted across the moon, as a small girl hurried anxiously along the meandering path. Preposition-word:On the very brink of the cliff, the Iron Man swayed in the breeze. Rule of 2: 2 adjectives before the noun She was a tall, awkward lady with a grey old jacket. I was in an overgrown, messy wood with lifeless, leafless shrubs and trees.-ING opening:Climbing into his boat, Gallum paddled across the lake with his large feet dangling. FANBOYS-sentence: For/And/Nor/But/Or/Yet/SoQuestions – to build suspense too Where am I now? Where is the leader? Why is it suddenly so dark!? Where is the treasure? What if it I get lost? Words in a list: It was a dark, long, leafy lane. She had a cold, cruel cackle It was a cold, wet, miserable and misty morning. Another rule of 2: 2 adverbs! The anxious girls acted quickly and purposefully. Hastily, the man ran for his life, trying to escape from the vicious, fierce-looking dog!Some:other-ruleSome children in Y5 like One Direction; other children like Justin Bieber! Speech The girl shouted angrily, “Where are you going,” and ran off to the stream and continued, “You need to follow the path!” Our rule of 3! Frightened, terrified and tired she came home.The dangerous, large, vicious dog…. Amused, amazed and excited she jumped into the pool. Confused, troubled and worried he ran off to the shop. Adverb-opening Desperately, she shouted….Desperately she ran on – fear driving her. Anxiously and quietly, they searched for the treasure…. -ed openingTerrified, she looked the leader in his face…Frightened by a sudden movement, the thief escaped into the darkness.2 Pair Sentences: hopeless and fearless, tearless and breathless the girl left the room….Start with a time connective:Minutes crawled by, as Scott ambled along the pavements, which snaked across the city like lines on the palms of his hand. Connective opening:As he peered into the stale smelling room, the silvery moonlight shone brightly in through the small, narrow window.

READING help – Parents

Helping your child learn to read – Please click the link and it will open in a new window.Click THIS LINK to see how other Y5’s used Alan Peat sentences in their advert-writing.What about CCAPPPIS sentences!? Never heard of CAPPPIS? Well, here goes:

C = Complex sentences C = Compound sentences

A = Adverbial phrase [when, where, how]

In any order: Paragraph, Powerful words and Punctuation!

I = short sentences for Impact!

S = Similes

Using CCAPPPIS can help you with a level 4C and higher! Come and try it with your spelling homework!

This SITE is great to use to look up words – like a thesaurus or a dictionary! The colours help you to know what type of word it is. No subscription is needed, it’s all free! Please use it!

When we write, we want to make our writing interesting and we want other people to enjoy reading what we write. In this entry you will find lots of words to use instead of the old boring words. Use them in your writing and become the STAR in writing! See if you can use some of these words in your writing for this week’s homework!

The Power of Words!Click the image for your Top Tip-help in your writing and save the PDF on your computer, print it off and display at your homework-desk OR click this link here:Top -Tip help

Let’s use A CARP PIE to improve our writing skills. These images created by ‘communication4all.co.uk’ are great posters for you to look at and to to think how to improve your writing!

When writing a story, you need to think about many things, which I would like to call‘ingredients’. To start a good story, you need to think carefully about characters, the setting of your story and the events. You need to think how you want to use your characters, where you want them to be in your story and what you want to let happen in your story.

By looking at this image: what are you thinking? Who is ‘hiding’ here? How do you feel? What is going to happen next?

Events are things that HAPPEN in your story. Think carefully about what you want to let happen, try and grab the reader’s attention. Try making it interesting. Think about the books you are reading. What makes that book interesting? Can you use some of the ideas in the books you’ve read in YOUR story to make it more interesting? Think how you can use some ideas in your writing too.

READING LIST – books to choose from to read whilst in Y5 – see if you can find some in the library.

Writing Level 3 • Can produce work which is organised, imaginative and clear (e.g. simple opening and ending) • Can use a range of chosen forms appropriately and consistently (e.g. provide information about characters or setting, make a series of points) • Can adapt chosen form to the audience (e.g. provide information about characters or setting, make a series of points) • Can use interesting and varied word choices [AMBITIOUS words, not level 2b ambitious words – 2b = pretty/beautiful] • Can develop and extend ideas logically in sequenced sentences (may still be overly detailed or brief) • Can extend sentences using a wider range of connectives to clarify relationships between points and ideas (e.g. when, because, if, after, while, also, as well) • Can usually use correct grammatical structures in sentences ( nouns and verbs agree generally, e.g. The dogbarks… Children walk [and not Children walks] to school….) • Can use sentence punctuation accurately; full stops, capitals and question marks • Can structure and organise work clearly (beginning, middle, end; letter structure; dialogue structure) • Can adapt form and style for purpose(e.g. clear difference between formal and informal letters; abbreviated sentences in notes and diaries) • Is experimenting with a wide range of punctuation, although use may not be accurate (e.g. commas; inverted commas; exclamation marks’ apostrophes) • Can use cursive script accurately and neatly, although may be slow(may not be accurate for Level 3c) • Can use adjectives and adverbs for description • Can spell phonetically regular, or familiar common polysyllabic words accurately (‘sometimes’ for level 3c e.g. ‘sometimes’ ‘bonfire’) • Can develop characters and describe settings, feelings and emotions etc • Can link and relate events, including past, present and future, sensibly (afterwards, before, also, after a while, eventually…) • Can attempt to give opinion, interest or humour through detail • Can use generalising words for style (e.g. sometimes; never; always; often; in addition…) • Is beginning to develop a sense of pace (lively and interesting)

Writing Level 4 • Can write in lively and coherent [logical] style • Can use a range of styles confidently and independently * • Can use interesting language to sustain and develop ideas (MUST pick up on ‘ambitious from 2b,may be using very adventurous language-sometimes inaccurately) • Can organise ideas appropriately for both purpose and reader (e.g. captions; headings; fonts; chapters; letter formats; paragraphs; logically sequenced events; contextual and background information etc) • Can use full stops, question marks and commas accurately • Can write in a clear, neat and legible cursive style – [handwriting] • Can use more sophisticated connectives (e.g. although, however, never the less) • Can use, or attempt to use, paragraphs • Can produce thoughtful and considered writing uses simple (uses simple explanation, opinion, justification and deduction) • Can use or attempt grammatically complex structures ( e.g. expansion before and after the noun-‘The little, old man, who lived on the hill…’; subordinating clauses- ‘I felt better when…’; ‘whotaught me the guitar.’) • Can spell unfamiliar regular polysyllabic words accurately • Can use nouns, pronouns and tenses accurately and consistently throughout • Can use apostrophes and inverted commas, usually accurately The boys’ toys … Children’s books are expensive….. • Can select from a range of known adventurous vocabulary for a purpose, some words areparticularly well chosen […horrified and petrified, the boy stared into the …. • Can use connectives to give order or emphasis (e.g. ‘if… then…’; ‘We……so as to….’) • Can select interesting strategies to move a story forward (e.g. characterisation, dialogue with theaudience, dialogue and negotiation within contexts etc) • Can advise assertively, although not confrontationally, in factual writing (e.g. ‘An important thingto think about before deciding…; ‘We always need to think about…’) • Can develop ideas in creative and interesting ways

Writing Level 5 • Can produce writing which is varied, interesting and thoughtful • Can produce well structured and organised writing using a range of conventions in layout • Can use appropriate informal and formal styles with confidence (e.g. conversational, colloquial,dialect, standard English) • Can select from a wide range of known imaginative and ambitious vocabulary, and use themprecisely • Can use paragraphs consistently and appropriately • Can group subjects appropriately before or after a main verb (e.g. The books, the pens and the pencils were all ready on the table) • Can use pronouns appropriately to avoid repetition when referring back or forward ( e.g. that, these, those, it) • Can use different techniques to conclude work appropriately (e.g. opinion, summary, justification,comment) • Can use complex sentence structures appropriately • Can use a range of punctuation, including commas, apostrophes and inverted commas accurately toclarify structure • Can use punctuation appropriately to create effect (e.g. exclamation marks, dashes, ellipse) • Can write fluently in clear, joined script • Can adapt handwriting for a range of tasks and purposes, including for effect • Can use the passive voice for variety and to shift focus(e.g. the cake was eaten by the child) • Can show confident and established ‘voice’ • Can use a range of narrative techniques with confidence, interweaving elements when appropriate(e.g. action, dialogue, quotation) • Can vary sentence length and word order confidently to sustain interest (e.g. ‘Having achievedyour goals at such an early age, what motivates you to continue? Why fight on?’) • Can use a range of strategies and techniques confidently and appropriately to engage and involvethe reader (e.g. asides, comment, observation, anticipation, suspense, tension) • Can use a range of devices to adapt writing to the needs of the reader (e.g. parenthesis, introduction providing context, footnote, contents, bibliography) • Can use literary features to create effect (e.g. alliteration, onomatopoeia, figurative language, dialect) • Can interweave implicit and explicit links between sections • Can use punctuation to show division between clauses, to indicate, to vary pace, to create atmosphere or to sub-divide (e.g. commas, colons, semi-colons, dashes, ellipses)

Questions – Higher Order Thinking Skills in English – click the next link, which is a PDF document to download your own.

Sit on a comfy chair and look around you audience with a welcoming smile and bright eyes.

Say where you got your story from:- for example, a book, a film, a person, your life, a dream or your imagination.

Try to create an atmosphere, like casting a good spell. Set the scene for your audience. Start with the time, place and weather of the story.

Use facial expressions, to show the feelings of your characters, their nature or personality, or the situation they are in, eg shy or cold.

Speak more slowly and loudly than normal, so everyone can hear, and sit near anyone hard of hearing. Vary the speed, pace and volume of your voice where appropriate. Make your voice melodic and interesting.

Use your hands, shoulders and body as much as you can, to show shapes of objects, scenery, actions and feelings. Use mime and gesture to “paint the story”, like a picture.

Role-play any dialogue, with characterful voices. Help the audience to feel sympathy for the characters and their situation.

Use other sounds, for example, weather sounds, like wind or rain; happening sounds, like explosions or rustling; animal sounds; emotional sounds, like sighs, sobs, yawns. You can ask the audience to help you, by making the sounds.

Leave a space between words or sentences sometimes, to create an atmosphere.

Look around the audience with expectation. Occasionally surprise them with a loud noise, but do not frighten very young children.

Word games to play – ideas

Word Tennis

In this word-association game, pupils have to keep thinking up words in a chosen category and ‘bat’ them to each other. Whoever repeats a word or can’t think of one is out, and somebody else takes his or her place. You can demonstrate with two students and then play it in pairs or teams of four or five students. Each team should form a line facing another team. The two students at the head of each line play each other until one of them can’t think of a word – or repeats an earlier word. That person goes to the back of the line and the next student takes their place.

Categories can include colours, fruit, sea creatures, flavours of ice cream, fairy tale characters, sports, capital cities, adverbs, adjectives and so on. Change the categories as often as you need to maintain interest. Students will soon come up with their own interesting suggestions for new categories.

2 Responses to “Reading+Writing”

Walter Tull This English orphan grew miracles for feet and Played his football for Northampton Town and spurs On his shirt there was no logos or sponsor names Screaming out in the neon haze Of money and power On his boots there were no names stitched in gold or silver To remind us of his value and worth He had no agent like these days to discuss terms and negotiate.